Enhancing Resilience 1 links to Health and Physical Education

Welcome

Names - page 22

Mixing - page 23

Communicate! Find your partner - page 24

Sample questions - page 25

Four things in common (record sheets) - page 26

Matched pair cards (template) - page 27

Teacher Talk

Use the activities in Enhancing Resilience 1 and Enhancing Resilience 2 in staff professional development sessions as energisers, mixers and starting points for discussion about health and wellbeing.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Identity

3. Relating effectively to others regardless of their identities

Demonstrates appropriate ways of relating to others in a range of learning, social, civic and work contexts, regardless of their identities.

Making agreements

Name wave - page 28

Grouping - page 28

Generating rules and expectations - page 29

Refining the rules - page 30

School support for rules - page 30

Rules and expectations task sheet (worksheet) - page 31

Teacher Talk

Start a lesson by commenting on positive behaviour you have noticed in each student.

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Interdependence

3. Acting cooperatively to achieve agreed outcomes

Develops personal skills and abilities to create and maintain rewarding and effective relationships.

Considers ways to achieve preferred social and physical environments, taking into account ethical and equitable principles for living and working cooperatively.

Chasing challenges

Name chant - page 32

The 'Anyone who …' game - page 32

Hoops game - page 33

Sitting circle - page 34

Processing - page 35

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Interdependence

3. Acting cooperatively to achieve agreed outcomes

Works effectively as a member of a team to achieve individual and shared goals.

Understands and values the differences in people's needs, interests, capabilities, skills and perspectives and how these can be used cooperatively to achieve outcomes.

Chasing challenges

Processing - page 35

There are no specific outcomes related to this KLA. However, the activities and sessions opposite would be useful in the classroom.

Thinking

1. Using a wide range of thinking modes

Understands and knows oneself as a thinker and learner (Metacognition).

Develops habits of mind that use incisive and critical thinking eg How is it that things are the way they are? What are the contexts? Whose interests are being served? How might things be different?

Group construction

Name race - page 36

Grouping - page 37

Team building: Construction challenge - page 37

Sample questions - page 38

Teacher Talk

Use students' real names when addressing them. Avoid nicknames as they are often outwardly welcomed but reinforce negative self-thoughts and may add to a particular bullying incident.

Health and Physical Education

Personal and Social Development

4.5 Develops skills for working effectively in groups and in teams, explores different constructions of group dynamics such as leadership and identifies qualities for good leaders.

5.5 Critically analyses the way individuals and groups use power to influence the behaviour of others and how an imbalance of power impacts on individual and group identities.

Interdependence

3. Acting cooperatively to achieve agreed outcomes

Works effectively as a member of a team to achieve individual and shared goals.

Name games

Games for different classrooms - page 41

Name toss - page 42

The autograph game - page 42

I am and I like - page 42

Shake on it - page 43

Name chant - page 43

Name wave - page 43

Teacher Talk

Yard/playground duty is a valuable time to make connections with students and develop/reaffirm positive working relationships.

Grouping games

Number off - page 44

Matched pairs card game - page 44

Deck of cards grouping - page 44

Sweet belongings - page 44

Families card groupings - page 44

Shapes - page 44

Jigsaws - page 44

Coloured cards groups - page 45

Name lotto - page 45

Blindfold pairs - page 45

Family card groupings (template) - page 46

Teacher Talk

Grouping games and strategies take pressure off the person choosing and the person being chosen.

Mixers & energisers 'get to know you' games

Human bingo - page 47

Structured conversations - page 47

Fast foods - page 47

Anyone who … - page 48

Line-ups - page 48

There are no specific outcomes related to these KLAs. However, the activities and sessions opposite would be useful in the classroom.

There are no specific outcomes related to these KLAs. However, the activities and sessions opposite would be useful in the classroom.

Team building games

Knots - page 50

Balloon pairs - page 50

Foot fumblers - page 50

Life raft - page 51

Clap race - page 51

Sitting circle - page 51

Hoops and ropes - page 51

Human alphabet - page 52

Construction challenge - page 52

Sit down synchrony - page 52

Summertime relay - page 53

Human bridges - page 53

Teacher Talk

Conflict management activities, such as conflict maps (p 88 Enhancing Resilience 2), can be repeated every year because, as we change, so do our responses to conflict.

Health and Physical Education

Personal and Social Development

3.5 Assumes different roles when working as part of a cooperative group or team to achieve a shared goal and understands the effects on relationships.

4.5 Develops skills for working effectively in groups and in teams, explores different constructions of group dynamics such as leadership and identifies qualities for good leaders.

5.5 Critically analyses the way individuals and groups use power to influence the behaviour of others and how an imbalance of power impacts on individual and group identities.

Interdependence

3. Acting cooperatively to achieve agreed outcomes

Develops personal skills and abilities to create and maintain rewarding and effective relationships.

Works effectively as a member of a team to achieve individual and shared goals.

Understands and values the differences in people's needs, interests, capabilities, skills and perspectives and how these can be used cooperatively to achieve outcomes.

Interaction - Mixing games

Communicate and participate - pages 59-60

Sample questions - page 60

Change - identity - belonging jigsaw - page 60

Find someone who … (record sheet) - page 61

Friendship and belonging cartoons (templates) - pages 62-66

Teacher Talk

Grouping games and strategies take pressure off the person choosing and the person being chosen.

Health and Physical Education

Personal and Social Development

3.3 Explains how different ways of describing people influences the way people value and treat themselves and others.

4.3 Investigates key ways in which groups and cultures contribute to forming identities.

5.3 Analyses the multiple identities they have in different contexts and with different people and appraises the social constructs of individuals and groups in the community.

3.4 Identifies physical, social and emotional changes associated with their growth and development, and appreciates differences between people of the same age.

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

5.4 Critically appraises the interrelationships of factors that influence growth and development, and ways of promoting healthy growth and development for themselves and others in the community.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Changes and coping: making stories

Making stories activity - page 67

Making stories worksheets - pages 69-74

Teacher Talk

Use 'Thinking Hat' strategies to facilitate students' thinking about emotions.

Health and Physical Education

Personal and Social Development

3.3 Explains how different ways of describing people influences the way people value and treat themselves and others.

4.3 Investigates key ways in which groups and cultures contribute to forming identities.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

Picture your feelings: a lesson on metaphor

Talking about metaphor - page 75

Health and Physical Education

Personal and Social Development

3.3 Explains how different ways of describing people influences the way people value and treat themselves and others.

4.3 Investigates key ways in which groups and cultures contribute to forming identities.

Thinking

1. Using a wide range of thinking modes

Demonstrates a full range of thinking styles and capabilities, eg cognitive, intuitive, use of multiple intelligences like visual, spatial, environmental, spiritual, musical, and lower and higher order thinking skills.

Takes risks in thinking, uses creative and imaginative processes, is independent and interdependent and shares thinking processes with others.

3. Demonstrating enterprising and creative solutions for contemporary issues

Is resourceful and able to think expansively in ways that are open-ended and unconstrained by linear, single dimensional world views. 

Advice column

Poetry reading - page 81

Paired advice - page 82

Feelings poems - page 82

Dear 'Chicks' (poem handout) - page 83

Health and Physical Education

Personal and Social Development

4.4 Analyses the changes associated with growth and development and uses problem-solving skills to manage significant transitions and issues in their own and others' lives.

5.4 Critically appraises the interrelationships of factors that influence growth and development, and ways of promoting healthy growth and development for themselves and others in the community.

Communication

Understanding the complexity and power of language and data and their pivotal role in communication.

Is able to use language effectively to communicate ideas, information, values and emotions, in individual, group and social contexts.

Considering identity and culture

Talking about identity and culture - page 89

Definitions - page 90

Caught in the middle position - page 90

Interview - oral history - page 91

Definitions - page 92

'Caught in the middle' position (handout) - page 93

Interview (handout) - page 94

Teacher Talk

Use a 'mind dump' at the start of a lesson (especially after a break). Ask students to record on a piece of paper anything that is 'on their mind'. Adding their name is optional. They fold it up and either give it to the teacher or throw it in the bin.

Health and Physical Education

Personal and Social Development

4.3 Investigates key ways in which groups and cultures contribute to forming identities.

5.3 Analyses the multiple identities they have in different contexts and with different people and appraises the social constructs of individuals and groups in the community.

Identity

1. Understanding self, group and others

Develops self-awareness and understanding with a strong sense of self-worth in social and working contexts.

Understands key ways in which groups and cultures contribute to forming identity.

Actively engages with the interplay between the 'self' and collective identities.

Describes aspects of personal and group identity, eg cultural, behavioural, social, emotional and intellectual.

Respects different personal and collective identities.

Reflects and communicates with others to influence and generate new personal, working and group identities.